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Mathematics

Mathematics in the world around us

Educator section

Memorandum

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment and the health of others;

6. demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation;

7. reflect on and explore a variety of strategies to learn more effectively;

8. participate as responsible citizens in the life of local, national, and global communities;

9. be culturally and aesthetically sensitive across a range of social contexts;

10. explore education and career opportunities; and

develop entrepreneurial opportunities.

Integration of Themes:

  • Inclusively and Human rights: Everyone in a class deserves to be challenged. Special creative work should not be given to the bright learners only. Opportunities to extend, to experiment and to discover should be present to everyone in the class. This will encourage learners to try new methods, to learn from their peers and to take risks. Discuss in small groups whether we should be given work to make us think.
  • Practical experience with halves and quarters is given.
  • Number concept is extended beyond 200 and counting patterns stressed.
  • Learners are carefully guided to understand the rounding off of numbers to the nearest multiple.
  • Bonds of 17, 18 and 20 are introduced.
  • Number values and place values are taught with diagrams.
  • The multiplication tables of 10 and 5 are set out.
  • Learners can create their own patterns, and games for consolidating number facts are included.
  • Using their imagination they can create animals, using shapes.

Leaner section

Content

ACTIVITY: All about eighteen [LO 1.4, LO 1.5, LO 1.9, LO 2.2]

  • Add 1, 2, 3, or 4 to make 18.
  • Now write the number sentences of 18 the other way, e.g.
  • Complete:

13 + 3 .............. + .............. = 18 so 13 + ............ = 18

12 + 2 .............. + .............. = 18 so 12 + ............ = 18

LO 1.9
  • Complete:
LO 1.9

A game about eighteen

  • Load the truck and finish the journey.
  • Follow the arrows to the different places.

  • Complete:

18 - 10 = _________________________

18 - 10 - 1 = _____________________

18 - 2 - 2 = ______________________

18 - 8 = _________________________

18 - 10 - 2 = _____________________

18 - 18 = _________________________

LO 1.9

All about eighteen

LO 1.9
  • Revise and complete.
LO 1.9
  • Revise and complete.
LO 1.9
  • Look! Read the numbers and their place values.
  • Complete the place values of,

the 4 in 1 4 ______________________________________________________

the 4 in 4 1 ______________________________________________________

the 1 in 1 04 ______________________________________________________

the 1 in 3 1 ______________________________________________________

the 1 in 1 6 ______________________________________________________

the 7 in 7 4 ______________________________________________________

the 7 in 5 7 ______________________________________________________

the 9 in 1 9 ______________________________________________________

the 9 in 9 1 ______________________________________________________

LO 1.5
  • Arrange these series of numbers from the least to the most .
  • Arrange these series of numbers from the most to the least .
LO 1.4
  • Complete the counting patterns on each wheel.
  • Follow the arrows.

LO 2.2

Assessment

Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.

Assessment Standard 1.4: We know this when the learner orders, describes and compares numbers;

Assessment Standard 1.5: We know this when the learner recognises the place value of digits in whole numbers to at least 2-digit numbers;

Assessment Standard 1.9: We know this when the learner performs mental calculations;

Learning Outcome 2: The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences to at least 200.

Questions & Answers

Is there any normative that regulates the use of silver nanoparticles?
Damian Reply
what king of growth are you checking .?
Renato
What fields keep nano created devices from performing or assimulating ? Magnetic fields ? Are do they assimilate ?
Stoney Reply
why we need to study biomolecules, molecular biology in nanotechnology?
Adin Reply
?
Kyle
yes I'm doing my masters in nanotechnology, we are being studying all these domains as well..
Adin
why?
Adin
what school?
Kyle
biomolecules are e building blocks of every organics and inorganic materials.
Joe
anyone know any internet site where one can find nanotechnology papers?
Damian Reply
research.net
kanaga
sciencedirect big data base
Ernesto
Introduction about quantum dots in nanotechnology
Praveena Reply
what does nano mean?
Anassong Reply
nano basically means 10^(-9). nanometer is a unit to measure length.
Bharti
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
Daniel
how to know photocatalytic properties of tio2 nanoparticles...what to do now
Akash Reply
it is a goid question and i want to know the answer as well
Maciej
characteristics of micro business
Abigail
for teaching engĺish at school how nano technology help us
Anassong
Do somebody tell me a best nano engineering book for beginners?
s. Reply
there is no specific books for beginners but there is book called principle of nanotechnology
NANO
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
s.
fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.
Tarell
what is the actual application of fullerenes nowadays?
Damian
That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.
Tarell
what is the Synthesis, properties,and applications of carbon nano chemistry
Abhijith Reply
Mostly, they use nano carbon for electronics and for materials to be strengthened.
Virgil
is Bucky paper clear?
CYNTHIA
carbon nanotubes has various application in fuel cells membrane, current research on cancer drug,and in electronics MEMS and NEMS etc
NANO
so some one know about replacing silicon atom with phosphorous in semiconductors device?
s. Reply
Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.
Harper
Do you know which machine is used to that process?
s.
how to fabricate graphene ink ?
SUYASH Reply
for screen printed electrodes ?
SUYASH
What is lattice structure?
s. Reply
of graphene you mean?
Ebrahim
or in general
Ebrahim
in general
s.
Graphene has a hexagonal structure
tahir
On having this app for quite a bit time, Haven't realised there's a chat room in it.
Cied
what is biological synthesis of nanoparticles
Sanket Reply
Berger describes sociologists as concerned with
Mueller Reply
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Source:  OpenStax, Mathematics grade 2. OpenStax CNX. Oct 15, 2009 Download for free at http://cnx.org/content/col11131/1.1
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